Reminder: Do not post your responses on this page. Your responses should be turned in with your Field Experience paper at the end of the semester.
Field Experience Question of the Week:
Week 1 (January 24 - 28) : Look up your school's profile at the Illinois Interactive Report Card and describe the student population in terms of demographics and socioeconomic status. Now, describe the student population in the class(es) you are observing. Does this class (or classes) seem to be representative of the student population as a whole? Why or why not?
Week 2 (January 31 - February 4): Field experience visitations cancelled due to snow.
Week 3 (February 7-11): Describe the classroom environment. What is the "feel" of the classroom? Is this a productive learning environment? Why or why not?
Week 4 (February 14-18): Teachers in high needs schools face a myriads of challenges. Identify some of the challenges your cooperating teacher faces and how he or she responds to those challenges.
Week 5 (February 21 - 25): Describe some of the ways that your cooperating teacher engages the students in learning. Are they effective strategies? Why or why not? What would you change if you could and why?
Week 6 (February 28 - March 4): By now, you should be getting to know the students in the class(es) you're working with. How has the process gone? What methods have you used to get to know students? Has your perception of certain students changed since you've spent more time in that classroom? If so, how? What implications does that have for you as you begin to prepare for your own classroom with your own students?
Week 7 Spring Break
Week 8 March 14-18: March Madness "bye" week
Week 9 March 21 - 25: Ruby Payne is one of the foremost speakers on the impact of poverty on students. Read Part 1 on pages 1-4 of Understanding and Working with Students and Adults from Poverty. In this article, Payne refers to the "hidden rules" of different economic classes. Look at the "rules" of generational poverty versus middle class and describe how you see these playing out in the classroom you are working in.
Week 10: March 28 - April 1: Enjoy a week off!
Week 11: April 4 - 8: Compare and contrast this clinical experience with your previous school experiences. What similarities do you see? What differences do you see? What has been the biggest "take home" lesson for you?
Reminder: Do not post your responses on this page. Your responses should be turned in with your Field Experience paper at the end of the semester.
Field Experience Question of the Week:
Week 1 (January 24 - 28) : Look up your school's profile at the Illinois Interactive Report Card and describe the student population in terms of demographics and socioeconomic status. Now, describe the student population in the class(es) you are observing. Does this class (or classes) seem to be representative of the student population as a whole? Why or why not?
Week 2 (January 31 - February 4): Field experience visitations cancelled due to snow.
Week 3 (February 7-11): Describe the classroom environment. What is the "feel" of the classroom? Is this a productive learning environment? Why or why not?
Week 4 (February 14-18): Teachers in high needs schools face a myriads of challenges. Identify some of the challenges your cooperating teacher faces and how he or she responds to those challenges.
Week 5 (February 21 - 25): Describe some of the ways that your cooperating teacher engages the students in learning. Are they effective strategies? Why or why not? What would you change if you could and why?
Week 6 (February 28 - March 4): By now, you should be getting to know the students in the class(es) you're working with. How has the process gone? What methods have you used to get to know students? Has your perception of certain students changed since you've spent more time in that classroom? If so, how? What implications does that have for you as you begin to prepare for your own classroom with your own students?
Week 7 Spring Break
Week 8 March 14-18: March Madness "bye" week
Week 9 March 21 - 25: Ruby Payne is one of the foremost speakers on the impact of poverty on students. Read Part 1 on pages 1-4 of Understanding and Working with Students and Adults from Poverty. In this article, Payne refers to the "hidden rules" of different economic classes. Look at the "rules" of generational poverty versus middle class and describe how you see these playing out in the classroom you are working in.
Week 10: March 28 - April 1: Enjoy a week off!
Week 11: April 4 - 8: Compare and contrast this clinical experience with your previous school experiences. What similarities do you see? What differences do you see? What has been the biggest "take home" lesson for you?